Transcript Phonics

Phonics
Speaking, Listening, Reading
and
Writing
Phonics
• Speaking and listening are the foundations for reading and
writing. Early phonic work involves developing the ability to
distinguish sounds and create sounds.
• When children are taught at an early age to recognise sounds
within words and how the sounds are represented by letters, they
will make very quick progress in learning to read.
Terminology
• Phoneme – unit of sound in a word
• Grapheme – a letter or sequence of letters representing a phoneme
• Digraph – a two-letter grapheme where two letters represent one sound,
such as ‘ea’ in seat.
• Trigraph – a three-letter grapheme where three letters represent one
phoneme, such as ‘igh’ in night.
• And by definition a four-letter grapheme uses four letters to represent one
phoneme (e.g. ‘eigh’ representing the /ai/ phoneme in eight and in weight).
Terminology
Split digraphs
• A split digraph has a letter that splits the two letters in the digraph; for
example, in make and take, ’k’ separates the digraph ‘ae’ which in both
words represents the phoneme /ai/.
• There are six split digraphs in English spelling: ‘a-e’, ‘e-e’, ‘i-e’, ‘o-e’, ‘u-e’,
‘y-e’, as in make, scene, like, bone, cube, type.
• A very few words have more than one letter in the middle of a split
digraph (e.g. ache, blithe, cologne, scythe).
Terminology
Grapheme–phoneme correspondences (GPCs) and phoneme–grapheme correspondences
• We convert graphemes to phonemes when we are reading aloud (decoding written words).
• We convert phonemes to graphemes when we are spelling (encoding words for writing).
To do this, children need to learn which graphemes correspond to which
phonemes and vice versa. In order to read an unfamiliar word, a child
must recognise (‘sound out’) each grapheme, not each letter:
 Sounding out ship as /sh/-/i/-/p/
not /s/- /h/ - /i/ - /p/)
and then merge (blend) the phonemes together to make a word.
http://www.focusonphonics.co.uk/sound.htm
Terminology
Segmenting and blending
Segmenting and blending are reversible key phonic skills:
• Segmenting consists of breaking words down into their constituent phonemes
to spell.
• Blending consists of building words from their constituent phonemes to read.
Both skills are important.
Your child has already learned a lot about reading
from you:
• talking to your child
• listening to your child
• involving them in everyday experiences where they see words in print
(shopping, road-signs)
• saying and singing nursery rhymes
• sharing books
• showing that you enjoy reading
Now it is time for us to start to build on all you have provided with carefully
planned, play based activities to support early reading activities and strategies.
Phonemes and graphemes
“ssssssssssssss” phoneme = a sound in a word
‘s’ corresponding grapheme = written representation; a letter or
sequence of letters that represents a phoneme
ai ee igh oa ue
Three phonemes:
c
b
f
kn
a
ir
i
igh
These words each have three phonemes (separate sounds). Each of
these phonemes is represented by a grapheme. A grapheme may
consist of one, two, three or four letters.
t
d
sh
t
Phonics begins with chatter and having fun with sounds and will
be taught in school through well planned, play based activities.
We know that children learn best when they are having fun so
we organise and structure lessons so that your children enjoy
themselves.
Manipulating letters: multi-sensory learning
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The processes of segmenting and blending for spelling and reading need to be made enjoyable and easy
for children to understand and apply. Well-timed multi-sensory activities serve this purpose and intensify
learning. One available resource that has proved very effective in this respect is a set of solid, magnetic
letters that can be manipulated on small whiteboards by children, as individuals or in pairs. These have
the advantages, for example, of enabling children to:
recognise letters by touch, sight and sounding out simultaneously;
easily manipulate letters to form and re-form the same sets of letters into different words;
compose words by manipulating letters even though children may not yet be able to write them, for
example with a pencil;
share the activity and talk about it with a partner;
build up knowledge of grapheme–phoneme correspondences systematically.
Phonic work should be regarded as an essential body of knowledge, skills and
understanding that has to be learned largely through direct instruction.
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Beginner readers should be taught:
grapheme–phoneme correspondences in a clearly defined, incremental
sequence
to apply the highly important skill of blending phonemes, in the order in
which they occur all through the word, to read it;
to apply the skills of segmenting words into their constituent phonemes to
spell;
that blending and segmenting are reversible processes.
Phase 2 Letters and Sounds
Phase Two marks the start of systematic phonic work. It begins the introduction of
grapheme–phoneme correspondences (GPCs). Decoding for reading and encoding for spelling
are taught as reversible processes. As soon as the first few correspondences have been learned,
children are taught to blend and segment with them. Blending means merging individual
phonemes together into whole words; segmenting is the reverse process of splitting up whole
spoken words into individual phonemes for spelling.
In Phase Two the children learn to pronounce the sounds themselves in response to letters,
before blending them, and thus start reading simple VC and CVC words. The reverse process
is that they segment whole spoken words into phonemes and select letters to represent those
phonemes, either writing the letters, if they have the necessary physical coordination, or using
solid (e.g. magnetic) letters to make the words.
Sound talk
s a t
sat
http://www.focusonphon
ics.co.uk/sound.htm
Extensive practice at sounding out and blending will soon enable
many children to start reading words automatically: this applies both
to words they have often decoded and to high frequency words (e.g.
the, to, said) that contain unusual grapheme–phoneme
correspondences. In due course they will start recognising familiar
‘chunks’ in unfamiliar words and will be able to process these words
chunk by chunk rather than phoneme by phoneme
In the early stages, children will encounter many words that are visually unfamiliar and
in reading these words their attention should be focused on decoding rather than on
the use of unreliable strategies such as looking at the illustrations, rereading the
sentence, saying the first sound and guessing what might fit. Although these strategies
might result in intelligent guesses, none of them is sufficiently reliable and they can
hinder the acquisition and application of phonic knowledge and skills, prolonging the
word recognition process and lessening children’s overall understanding.
Children who routinely adopt alternative cues for reading unknown words, instead of
learning to decode them, find themselves stranded when texts become more
demanding and meanings less predictable. The best route for children to become fluent
and independent readers lies in securing phonics as the prime approach to decoding
unfamiliar words.
When should children learn to form letters as part of the phonics
programme?
In Phase One, children have been immersed in the ‘straight down’, ‘back up
again’, ‘over the hill’ and anticlockwise movements that they eventually need when
writing letters, using sand, paint, ribbons on sticks, etc. In addition, they will have
had lots of fine motor experience with thumb and forefinger as well as using a
pencil. So when most children start learning to recognise letters they will be able to
attempt to write the letters.
Learning handwriting – how letters join – involves a more demanding set of skills
but if appropriate, some early joins are helpful for learning the union of the two
letters in a grapheme (e.g. ‘ai’).
Remember, alongside all this teaching and learning of phonics, children will be part of a
broad, rich language environment where they will be sharing books of all kinds and
finding out how they work.
How can I help my child?
• Sing nursery rhymes, action rhymes and favourite songs
• Play a CD of songs to sing along to
• Play games together, like “I spy”
• Read and tell stories
• Visit the library
• Label objects around the home
• Follow up suggestions made by school staff
If you want to find out more:
• Speak to staff
• www.standards.dfes.gov.uk/phonics
• Contact your local librarian
Timetable
Phase 2
Wk 1 letters and sounds
s
a
Wk 2 letters and sounds
i
n
Blending and reading words is
it
Wk 3 letters and sounds
g
o
Blending and reading words and
an
Wk 4 letters and sounds
ck
e
Blending and reading words to
the
Wk 5 letters and sounds
h
b
Blending and reading words no
go
Wk 6
Revising sounds and words learned so far
Assessment of Phase 2
Blending and reading words him
as
t
m
in
c
at
u
get
ff
put
p
d
a
k
on
r
got
ll
into
can
of
I
not
back
ss
his
up
Every week your child will be:
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Learning and practising new letters and sounds in addition to practising those letters and sounds learned so far
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Practising oral blending (for reading) and segmenting (for spelling)
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Blending and reading high-frequency words
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Reading and spelling words and captions using letters, sounds and words already learned
Please support your child’s learning by using the sound cards to make simple two and three letter words for your child to sound out and blend together for reading
Wk 1 letters and sounds
w
x
no
go
the
y
z
zz
qu
we
me
he
be
she
and
no
go
the
Wk 3 letters and sounds
sh
th
ch
ng
Blending and reading
words
Writing words/sentences
are
see
and
no
go
the
ai
ee
oo(long)
oo(short)
was
will
with
blending and reading
words
Writing words/sentences
Wk 2 letters and sounds
Blending and reading
words
Writing words/sentences
Wk 4 letters and sounds
Blending and reading
words
Writing words/sentences
j
v
off
had
and
oa
ar
or
Blending and reading
words
Writing words/sentences
my
for
too
Blending and reading
words
Writing words/sentences
Wk 7 letters and sounds
Blending and reading
words
Writing words/sentences
to
I
and
to
I
and
to
I
Practise reading and writing captions and sentences
Wk 5 letters and sounds
Wk 6 letters and sounds
and
igh
Practise reading and writing captions and sentences
ur
ow
oi
you
this
that
ear
Practise reading and writing captions and sentences
er
air
ure
they
then
them
down
Practise reading and writing captions and sentences
Just a few useful websites:
http://www.letters-and-sounds.com/phase-2games.html
http://www.ictgames.com/literacy.html
http://www.ngfl-cymru.org.uk/vtc/ngfl/ngfl
flash/alphabet-eng/alphabet.htm
http://www.crickweb.co.uk/Early-Years.html
http://www.iboard.co.uk/activity/Blast-Off-HighFrequency-Version-211
http://www.schooljotter.com/showpage.php?id=35
494
http://www.woodlandsjunior.kent.sch.uk/literacy/i
ndex.htm